ABSTRACT AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: EFFECTS OF SPEECH OUTPUT AND ICONICITY ON SYMBOL ACQUISITION By: Diana L. Brown The purpose of this study was to determine if the degree of iconicity of picture symbols and the presence and absence of speech output affects the acquisition and usage of symbols. This study consisted of a between subjects design with 48 children from the Southwest, Ohio area. The children were presented with iconic and opaque Blissymbols in both speech and no speech output condition. Results indicated that there was no significant difference in the number of trials needed to acquire transparent and opaque symbols with speech and no speech output. Clinical implications, future research, and limitations are discussed. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION: EFFECTS OF SPEECH OUTPUT AND ICONICITY ON SYMBOL ACQUISITION A Thesis Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Master of Arts Department of Speech Pathology & Audiology by Diana L. Brown Miami University Oxford, OH 2006 ADVISOR ________________________________________ Dr. Kathleen Hutchinson, CCC-A READER__________________________________________ Dr. Alice Kahn, CCC-SLP READER__________________________________________ Mrs. Susie Wolfe, CCC-SLP TABLE OF CONTENTS CHAPTER I: INTRODUCTION Augmentative and Alternative Communication………………………….1 Symbols…………………………………………………………..1 Technique………………………………………………………...3 Strategies………………………………………………………....4 Statement of the Problem………………………………………………...5 Purpose…………………………………………………………………..6 Hypothesis……………………………………………………………….6 CHAPTER II: REVIEW OF THE LITERATURE Brief History of AAC……………………………………………………7 Iconicity………………………………………………………………….10 Blissymbols………………………………………………………………12 Speech and Non-Speech Output…………………………………………15 Conclusion……………………………………………………………….17 CHAPTER 3: METHODS Subjects…………………………………………………………………..19 Informed Consent………………………………………………………..19 Procedures……………………………………………………………….19 Experimental Design…………………………………………………….20 Research Hypothesis…………………………………………………….21 Data Gathering…………………………………………………………..21 Statistical Analysis………………………………………………………21 CHAPTER 4: RESULTS Descriptive Statistics…………………………………………………....22 Inferential Statistics……………………………………………………..26 CHAPTER 5: DISCUSSION Explanation of Results…………………………………………………..28 Relationships to Past Research Studies………………………………….28 Interpretation of Results…………………………………………………30 ii Limitations………………………………………………………………32 Future Research………………………………………………………….32 Clinical Implications…………………………………………………….33 REFERENCES………………………………………………………………….35 APPENDIX Appendix A: Symbols………………………………………………..…38 Appendix B: Identifying Symbols……………………………………....39 Appendix C: Data Sheet………………………………………………....40 Appendix D: Data Sheet………………………………………………...41 Appendix E: Data Sheet………………………………………………....42 Appendix F: Data Sheet………………………………………………....43 Appendix G: Parent Letter……………………………………………....44 Appendix H: Informed Consent………………………………………....45 iii LIST OF TABLES AND FIGURES TABLES Table 1: Group One Data………………………………………………...23 Table 2: Group Two Data………………………………………………...24 Table 3: Means for Groups One and Two………………………………..25 Table 4: Inferential Statistics Summary………………………………….27 FIGURES Figure 1: Frequency of Trials for Opaque Symbols……………………..31 Figure 2: Frequency of Trials for Transparent Symbols…………………32 iv ACKNOWLEDGMENT I would like to thank everyone who has helped me through out my journey through graduate school. All of the support from my professors, family and friends has helped me complete this research. Thank you, Dr. Hutchinson, for being the chair person on my committee. Thank you for all of the hard work you have put into this project and the advice you have given me along the way! Thank you, Dr. Kahn, for contributing your ideas and thoughts to my thesis. I have learned so much from you through out graduate school. Thank you, Susie Wolfe and Diane Ritter, for teaching me an immense amount of information about AAC. You provided me with wonderful resources and ideas that contributed to this research. Thank you, Dr. VanVliet, for sparking my interest in AAC during my undergraduate years. Your class inspired me to learn more about using technology and adaptations for working with people with disabilities. Thank you to my parents and family for supporting me in many ways through out my college career. Without your understanding and encouragement, I would not have made it! Also, thank you to all of my research participants, their parents, and the school administrators for allowing me to conduct my research. This study truly would not have happened without you! Lastly, thank you to all my friends who have helped edit, design, and provide suggestions through out this project. You have been wonderful through out the past two years! v CHAPTER I Introduction Augmentative and Alternative Communication Augmentative and alternative communication (AAC) is a method of communication used to supplement or enhance an individual’s verbal communication abilities. The term augmentative refers to building on an individual’s existing communication skills, while the term alternative refers to using a substitute method for more traditional means of communication, such as oral speech or gestures. Alternative communication may consist of using a computer device in place of using one’s voice to communicate. The purpose of AAC is to provide an individual a means to communicate in order to maximize their use of functional communication (ASHA, 2002). Functional communication refers to using an individual’s ability to interact with others in their natural environment to have their needs meet. This includes, but is not limited to, the ability to request, comment, and socialize with the intentions of fulfilling specific care needs, relating to others, sharing thoughts and gaining information (Glennen & DeCoste, 1997). An individual with special needs can benefit from the use of AAC because it allows him or her to communicate more effectively, thereby reducing frustration for both the communicator and the communicating partner. The use of AAC can also help to eliminate problematic or socially unacceptable behaviors. Reducing these barriers and relieving frustration enables the individual to socially relate to others. Using AAC to meet functional communication needs can incorporate the use of sign language, gestures, picture symbols, visual schedules, devices with speech capabilities, and eye gaze boards. AAC also includes the use of assistive technology to enhance an individual’s skills and abilities. Whatever the means of AAC, there are key components that are consistent with using an alternative and augmentative method of communication. These components include symbols, technique, and strategies (ASHA, 2002). Symbols AAC involves the use of symbols. Symbols are a means of representing something else, which can be called a referent. Sign language and gestures are a manual means of symbols to represent words. Graphic symbols are picture representations of objects, actions, and concepts (Beukelman & Mirenda, 1998). Specific sets of graphic symbols have been developed for the 1 AAC user. Each specific set of symbols can be classified according to its features. Names of symbol sets include: Blissymbols, Picsyms, Picture Communication Symbols (PCS), and DynaSyms. Blissymbols were created by Charles Bliss in 1949 in his book Semantography and revised in 1965 (Bliss, 1965). The symbols were originally developed to assist cross-cultural language and communication. However, the symbols were found to be helpful for children with disabilities and have come to be used as a method of AAC. The symbols consist of an organized set of lines. The lines are combined to produces many different types of symbols. These symbols are used commonly around the world, but are not as popular in the United States (Fuller, 1997; Raghavendra & Fristoe, 1995). Picsyms were created by Faith Carlson (1985). The symbols in this system are black, hand-drawn pictures on a white background. The symbols can be found in Carlson’s Picsyms Categorical Dictionary (1985). Picsyms are currently being used more often with AAC devices than in the past. Picsyms have been adapted into another symbol set referred to as the DynaSyms (Glennen & DeCoste, 1997). The symbols were designed specifically for the Dynavox, a computerized, speech output device. The symbols are similar to Picsyms. However, sometimes the backgrounds in DynaSyms consist of additional symbols in order to add meaning to the referent. PCS are symbols that can be purchased through Mayer-Johnson (Johnson, 1981). These symbols depict their referent through pictures of objects, sign language, and combinations of symbols. Glennen and DeCoste (1997) indicate that PCS symbols are one of the most widely used symbols. The Mayer-Johnson Boardmaker program is a common means for people to obtain the PCS symbols. Many different types of symbols sets have been developed for AAC users. However, despite the type of symbol, there are many ways to classify symbols according to their unique properties. The manner in which symbols are used can also be classified into aided and unaided communication (Beukelman & Mirenda, 1998; Glennen & DeCoste, 1997). Unaided communication refers to using only one’s body to communicate. Signs and gestures are considered to be unaided communication. Using a support, such as a graphic symbol or an object, signifies aided communication. If the AAC method incorporates using both